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Drama as an Alternative Activity to Teach English More Effectively

Year 2020, Volume: 1 Issue: 2, 139 - 149, 30.12.2020

Abstract

The purpose of this study is to demonstrate how the foreign language teaching process can be more effective and applicable by associating drama with The Communicative Approach. Foreign language teaching is a field that has been discussed a lot for many years and on which different studies have been carried out, and this field is still subject to improvements. Although there are many studies carried out for foreign language teaching, some students still cannot gain the ability of using the language that they learn in real-life situations. To obtain this ability is important because using the target language in real life is accepted as one of the most important indicators of being able to speak a language. Through the method of literature review, this study was carried out and it was tried to demonstrate that “The Communicative Approach” is approved as an effective method in foreign language teaching. The Communicative Approach’s main aim is to make the students competent in speaking target language. To prepare the most useful and effective content in teaching process, drama activities meet the requirement of students’ being competent in speaking target language. This study includes the clarification of relation between drama activities and The Communicative Approach, the benefits and four different examples of drama activities. As a contribution to the field, this study tries to demonstrate that being able to communicate in target language is an important issue and with drama activities, the problems confronted in the process of foreign language learning such as motivation, attendance to class, forgetting the new words learned, and practicing can be solved.

References

  • Akay, R. (2013). Kültürlerarası İletişimde İletişimsel Yetinin Rolü. Akademik İncelemeler Dergisi (AID), 8(3), 307-323.
  • Bolton, G. (1999). Acting in Classroom Drama, Calendar Island Publishers, Portland, Maine.
  • Carleton, J. P. (2012). Story Drama in the Special Needs Classroom: Step-by-step Lesson Plans for Teaching Through Dramatic Play. Jessica Kingsley Publishers.
  • Davies, P. (1990). The Use of Drama in English Language Teaching. TESL Canada Journal, 87-99.
  • Demirel, Ö. (1990). Yabancı Dil Öğretimi: İlkeler, Yöntemler, Teknikler. Ankara: USEM Yayınları.
  • Demirel, Ö. (2000). Türkçe Öğretimi. Ankara: Pegem Yayınları.
  • Demirezen, M. (2011). The Foundations of the Communicative Approach and Three of Its Applications.Journal of Language and Linguistic Studies, 7(1), 57-71.
  • Dervishaj, A. (2012). What is "Drama" in the Educational Context? Anglisticum. International journalof literature, linguistics and interdisciplinary studies, 1(1), 87-94.
  • Dodson, S. L. (2000). FAQs: Learning Languages Through Drama. Texas papers in foreign languageeducation, 5(1), 129-141.
  • Doff, A. (2000). Teach English. Cambridge: Cambridge University Press
  • Doğan, İ., (1996). Sosyoloji, Kavramlar ve Sorunlar. İstanbul Sistem Yayınları.
  • Emiroğlu, S. (2013). ‘Konuşma Eğitimi (ss. 277-291)’, Yabancılara Türkçe Öğretimi El Kitabı (Editörler: M. Durmuş ve A. Okur). Grafiker Yayınları, Ankara.
  • Florea, P. J. (2011). Using Improvisational Exercises for Increasing Speaking and Listening Skills. In Professional Teaching Articles–CEBU Conference Issue (2) May 2011 Volume 52, 46-58.
  • Fonseca-Mora, C., Toscano-Fuentes, C., & Wermke, K. (2011). Melodies That Help: The Relation Between Language Aptitude and Musical Intelligence.International Journal of English Studies, 22(1), 101-118.
  • García-Carbonell, A., Rising, B., Montero, B., & Watts, F. (2001). Simulation/Gaming and the Acquisition of Communicative Competence in Another Language. Simulation & Gaming, 32(4), 481-491.
  • Gasparro, M., & Falletta, B. (1994). Creating Drama with Poetry: Teaching English as a Second Language Through Dramatization and Improvisation. ERIC Digest.
  • Gelen, İ. (2002). Sınıf Öğretmenlerinin Sosyal Bilgiler Dersinde Düşünme Becerilerini Kazandırma Yeterliklerinin Değerlendirilmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(10), 100-119.
  • Göçer, A. (2015). Türkçenin Yabanci Dil Olarak Öğretiminde Konuşma Becerisinin Kazandirilmasi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 17(2), 21-36. Hartani, A. L. (2012). The Effectiveness of Mime Game in Teaching English Grammar. TEYLIN 2: from Policy to Classroom, 15-21.
  • Jones, K. (1982). Simulations in Language Teaching. Cambridge: Cambridge University Press.
  • McGuffee, J. W. (2004). Drama in the Computer Science Classroom. Journal of Computing Sciences in Colleges, 19(4), 292-298.
  • McNeece, L. S. (1983). The Uses of Improvisation: Drama in the Foreign Language Classroom. The French Review, 56(6), 829-839.
  • Miccoli, L. (2003). English Through Drama for Oral Skills Development. ELT Journal, 57(2), 122-129.
  • Nunan, D. (2003). Practical English Language Teaching. New York: McGraw Hill
  • Richards, J. (1985) Conversational Competence Through Roleplay. RELC Journal l6(1), 82-100.
  • Richards, J. C. (2005). Communicative Language Teaching Today (pp. 22-26). Singapore: SEAMEO Regional Language Centre.
  • San, İ. (1990). Eğitimde Yaratıcı Drama. Eğitim Bilimleri Fakültesi Dergisi, 23(2), 573–582.
  • Sano, M. (1990). Teacher's Manual of English Plays. Tokyo: Tamagawa University Press.
  • Scott, W. A., & Ytreberg, L. H. (2000). Teaching English to Children. New York: Longman.
  • Sünbül, Murat A. (2010). Öğretim İlke ve Yöntemleri. Konya: Eğitim Kitabevi
  • Tabak, G., & Göçer, A. (2014). Yabancı Dil Olarak Türkçe Öğretiminde Benzetim Tekniği. Batı Anadolu Eğitim Bilimleri Dergisi, 5(10), 77-102.
  • Tombak, A. (2014). Importance of Drama in Pre-school Education. Procedia-Social and Behavioral Sciences, 143, 372-378.
  • Wan, Y. S. (2017). Drama in Teaching English as a Second Language. A Communicative Approach. The English Teacher, 13.

Drama as an Alternative Activity to Teach English More Effectively

Year 2020, Volume: 1 Issue: 2, 139 - 149, 30.12.2020

Abstract

The purpose of this study is to demonstrate how the foreign language teaching process can be more effective and applicable by associating drama with The Communicative Approach. Foreign language teaching is a field that has been discussed a lot for many years and on which different studies have been carried out, and this field is still subject to improvements. Although there are many studies carried out for foreign language teaching, some students still cannot gain the ability of using the language that they learn in real-life situations. To obtain this ability is important because using the target language in real life is accepted as one of the most important indicators of being able to speak a language. Through the method of literature review, this study was carried out and it was tried to demonstrate that “The Communicative Approach” is approved as an effective method in foreign language teaching. The Communicative Approach’s main aim is to make the students competent in speaking target language. To prepare the most useful and effective content in teaching process, drama activities meet the requirement of students’ being competent in speaking target language. This study includes the clarification of relation between drama activities and The Communicative Approach, the benefits and four different examples of drama activities. As a contribution to the field, this study tries to demonstrate that being able to communicate in target language is an important issue and with drama activities, the problems confronted in the process of foreign language learning such as motivation, attendance to class, forgetting the new words learned, and practicing can be solved.

References

  • Akay, R. (2013). Kültürlerarası İletişimde İletişimsel Yetinin Rolü. Akademik İncelemeler Dergisi (AID), 8(3), 307-323.
  • Bolton, G. (1999). Acting in Classroom Drama, Calendar Island Publishers, Portland, Maine.
  • Carleton, J. P. (2012). Story Drama in the Special Needs Classroom: Step-by-step Lesson Plans for Teaching Through Dramatic Play. Jessica Kingsley Publishers.
  • Davies, P. (1990). The Use of Drama in English Language Teaching. TESL Canada Journal, 87-99.
  • Demirel, Ö. (1990). Yabancı Dil Öğretimi: İlkeler, Yöntemler, Teknikler. Ankara: USEM Yayınları.
  • Demirel, Ö. (2000). Türkçe Öğretimi. Ankara: Pegem Yayınları.
  • Demirezen, M. (2011). The Foundations of the Communicative Approach and Three of Its Applications.Journal of Language and Linguistic Studies, 7(1), 57-71.
  • Dervishaj, A. (2012). What is "Drama" in the Educational Context? Anglisticum. International journalof literature, linguistics and interdisciplinary studies, 1(1), 87-94.
  • Dodson, S. L. (2000). FAQs: Learning Languages Through Drama. Texas papers in foreign languageeducation, 5(1), 129-141.
  • Doff, A. (2000). Teach English. Cambridge: Cambridge University Press
  • Doğan, İ., (1996). Sosyoloji, Kavramlar ve Sorunlar. İstanbul Sistem Yayınları.
  • Emiroğlu, S. (2013). ‘Konuşma Eğitimi (ss. 277-291)’, Yabancılara Türkçe Öğretimi El Kitabı (Editörler: M. Durmuş ve A. Okur). Grafiker Yayınları, Ankara.
  • Florea, P. J. (2011). Using Improvisational Exercises for Increasing Speaking and Listening Skills. In Professional Teaching Articles–CEBU Conference Issue (2) May 2011 Volume 52, 46-58.
  • Fonseca-Mora, C., Toscano-Fuentes, C., & Wermke, K. (2011). Melodies That Help: The Relation Between Language Aptitude and Musical Intelligence.International Journal of English Studies, 22(1), 101-118.
  • García-Carbonell, A., Rising, B., Montero, B., & Watts, F. (2001). Simulation/Gaming and the Acquisition of Communicative Competence in Another Language. Simulation & Gaming, 32(4), 481-491.
  • Gasparro, M., & Falletta, B. (1994). Creating Drama with Poetry: Teaching English as a Second Language Through Dramatization and Improvisation. ERIC Digest.
  • Gelen, İ. (2002). Sınıf Öğretmenlerinin Sosyal Bilgiler Dersinde Düşünme Becerilerini Kazandırma Yeterliklerinin Değerlendirilmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(10), 100-119.
  • Göçer, A. (2015). Türkçenin Yabanci Dil Olarak Öğretiminde Konuşma Becerisinin Kazandirilmasi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 17(2), 21-36. Hartani, A. L. (2012). The Effectiveness of Mime Game in Teaching English Grammar. TEYLIN 2: from Policy to Classroom, 15-21.
  • Jones, K. (1982). Simulations in Language Teaching. Cambridge: Cambridge University Press.
  • McGuffee, J. W. (2004). Drama in the Computer Science Classroom. Journal of Computing Sciences in Colleges, 19(4), 292-298.
  • McNeece, L. S. (1983). The Uses of Improvisation: Drama in the Foreign Language Classroom. The French Review, 56(6), 829-839.
  • Miccoli, L. (2003). English Through Drama for Oral Skills Development. ELT Journal, 57(2), 122-129.
  • Nunan, D. (2003). Practical English Language Teaching. New York: McGraw Hill
  • Richards, J. (1985) Conversational Competence Through Roleplay. RELC Journal l6(1), 82-100.
  • Richards, J. C. (2005). Communicative Language Teaching Today (pp. 22-26). Singapore: SEAMEO Regional Language Centre.
  • San, İ. (1990). Eğitimde Yaratıcı Drama. Eğitim Bilimleri Fakültesi Dergisi, 23(2), 573–582.
  • Sano, M. (1990). Teacher's Manual of English Plays. Tokyo: Tamagawa University Press.
  • Scott, W. A., & Ytreberg, L. H. (2000). Teaching English to Children. New York: Longman.
  • Sünbül, Murat A. (2010). Öğretim İlke ve Yöntemleri. Konya: Eğitim Kitabevi
  • Tabak, G., & Göçer, A. (2014). Yabancı Dil Olarak Türkçe Öğretiminde Benzetim Tekniği. Batı Anadolu Eğitim Bilimleri Dergisi, 5(10), 77-102.
  • Tombak, A. (2014). Importance of Drama in Pre-school Education. Procedia-Social and Behavioral Sciences, 143, 372-378.
  • Wan, Y. S. (2017). Drama in Teaching English as a Second Language. A Communicative Approach. The English Teacher, 13.
There are 32 citations in total.

Details

Primary Language English
Journal Section Research Articles
Authors

Muhammed Salih Kapcı This is me 0000-0002-4281-9319

Publication Date December 30, 2020
Submission Date September 25, 2020
Published in Issue Year 2020 Volume: 1 Issue: 2

Cite

APA Kapcı, M. S. (2020). Drama as an Alternative Activity to Teach English More Effectively. Dünya Dilleri, Edebiyatları Ve Çeviri Çalışmaları Dergisi, 1(2), 139-149.